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32 - Feedback, Aptitude, and Multilingualism

from Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors

Published online by Cambridge University Press:  26 February 2021

By
Beatriz Lado  and
Cristina Sanz
Edited by
Hossein Nassaji  and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
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Summary

Aptitude and language experience (i.e., multilingualism) are two individual differences that have attracted increasing interest in the field of second language acquisition. This chapter looks at the role that aptitude and multilingualism play on language learning under different pedagogical conditions, and specifically with different forms of feedback. Questions that we try to answer are: Do learners with high cognitive aptitudes and language experience benefit more from corrective feedback than those with low cognitive aptitudes and language experience? What cognitive aptitudes benefit learning when receiving implicit vs. explicit feedback? What type of feedback is effective regardless of learners’ cognitive aptitudes and language experience? Results from laboratory and classroom research with adult learners suggest that the effects of feedback on language development are constrained by a number of cognitive aptitudes such as linguistic analytic ability and rote memory. Multilingualism seems to provide young adults with an advantage under conditions that do not include metalinguistic information during provision of feedback. For learners over 65, however, learning appears to be negatively affected by what they perceive as an excess of information during practice, i.e., when feedback includes information about how the language works, but not when that information is presented prior to practice.

Keywords

Aptitudeworking memorymultilingualismfeedback typemetalinguistic awarenessagingmigrantlearning context
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 689 - 712
Publisher: Cambridge University Press
Print publication year: 2021

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